EXPLORING THE IMPACT OF GAME-BASED LEARNING ON MATHEMATICS PERFORMANCE IN SENIOR SECONDARY SCHOOL STUDENTS IN MANGU LOCAL GOVERNMENT AREA, PLATEAU STATE, NIGERIA

Abstract

This study investigated the perceived impact of Game-Based Learning (GBL) on mathematics performance among senior secondary school students in Mangu Local Government Area, Plateau State. A survey design was adopted, and three research questions were formulated to guide the study. The population consisted of 2,532 senior secondary two students, from which a sample of 250 was selected using a stratified random sampling technique. The instrument used for data collection was a self-structured questionnaire titled "Impact of Game-Based Learning on Mathematics Performance Questionnaire (IGBLMPQ)." A reliability coefficient of 0.83 was obtained for the instrument using Cronbach's alpha method. The respondents' weighted mean and standard deviation ratings answered the research questions. Results indicated that game-based learning significantly improved mathematics performance, enhanced students' attitudes toward mathematics, and increased motivation and engagement in mathematics learning. Based on these findings, it was recommended that educators and policymakers should consider incorporating game-based learning into the mathematics curriculum to enhance student engagement and performance. Teachers should receive training and support to implement game-based learning in their classrooms effectively.